Increased Structure and Active Learning Reduce the Achievement Gap in Introductory Biology
Increased Structure and Active Learning Reduce the Achievement Gap in Introductory Biology
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DOI：
10.1126/science.1204820
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发表时间：
2011-06-03
期刊：
影响因子：
56.9
通讯作者：
Freeman, Scott
中科院分区：
文献类型：
--
作者：
Haak, David C.;HilleRisLambers, Janneke;Freeman, Scott
科学，技术，工程和数学教师一直负责提高来自不同背景的学生的表现和保留。到目前为止，缩小来自弱势群体与非弱势教育背景的学生之间的成绩差距的项目需要大量的校外资金。我们发现，一个高度结构化的课程设计，每天和每周的实践与解决问题，数据分析，和其他高阶认知技能的基础上，提高了所有学生在大学水平的生物学导论类的表现，并减少了成绩之间的差距弱势和非弱势学生，而不增加支出。这些结果支持了卡内基大厅的假设：通过主动学习练习进行强化练习，对有能力但准备不足的学生有不成比例的好处。
Science, technology, engineering, and mathematics instructors have been charged with improving the performance and retention of students from diverse backgrounds. To date, programs that close the achievement gap between students from disadvantaged versus nondisadvantaged educational backgrounds have required extensive extramural funding. We show that a highly structured course design, based on daily and weekly practice with problem-solving, data analysis, and other higher-order cognitive skills, improved the performance of all students in a college-level introductory biology class and reduced the achievement gap between disadvantaged and nondisadvantaged students-without increased expenditures. These results support the Carnegie Hall hypothesis: Intensive practice, via active-learning exercises, has a disproportionate benefit for capable but poorly prepared students.